Search Results (421)

Vision-language models (VLMs) integrate visual and textual information and are increasingly being used as innovative tools in educational applications. However, there is a lack of evidence regarding current practices for integrating VLMs into teaching and learning. To address this research gap and identify the opportunities and challenges associated with the integration of VLMs in education, this paper presents a systematic review of VLM use in formal educational contexts. Peer-reviewed articles published between 2020 and 2025 were retrieved from five major databases: ACM Digital Library, Scopus, Web of Science, Engineering Village, and IEEE Xplore. Following the PRISMA-guided framework, 42 articles were selected for inclusion. Data were extracted and analyzed against six research questions: (1) where VLMs are applied across academic disciplines and educational levels; (2) what types of VLM solutions are deployed and which image–text modalities they infer and generate; (3) the pedagogical roles of VLMs within teaching workflows; (4) reported outcomes and benefits for learners and instructors; (5) challenges and risks identified in practice, together with corresponding mitigation strategies; and (6) reported evaluation methods. The included studies span K-12 through higher education and cover diverse disciplines, with deployments dominated by pre-trained models and a smaller number of domain-adapted approaches. VLM-supported pedagogical functions cluster into five roles: analyst, assessor, content curator, simulator, and tutor. This review concludes by discussing implications for VLM adoption in educational settings and offering recommendations for future research. Full article

This study reports findings from a nationwide replication and the second randomized controlled trial (RCT) of Strategic and Interactive Writing Instruction (SIWI), a linguistically responsive framework for teaching writing to deaf students. A total of 50 teachers and their 294 students in grades 3–6 were randomly assigned to either SIWI or business-as-usual (BAU) instruction. Writing outcomes were assessed with trait-based rubrics and the Structured Analysis of Written Language (SAWL) in two genres (recount and information report), along with the Woodcock–Johnson IV broad written language composite and genre-specific motivation surveys administered at the beginning and end of the school year. Students receiving SIWI outperformed peers in the BAU group on writing traits across both genres, with effect sizes ranging from moderately large (d = 0.70) for informational reports to very large (d = 1.11) for recounts. On the SAWL, SIWI students demonstrated significantly greater gains in grammatical clarity on recount writing, as measured by the word efficiency ratio, with a moderate effect size (d = 0.64), although this effect was not observed for information reports. Students in the treatment group also reported significantly higher motivation for both genres. Unlike the prior RCT, no statistically significant differences emerged on the broad written language measure (d = 0.27). This may reflect spurious findings in the previous study or limitations in this study caused by the COVID-19 pandemic. Nonetheless, the effect size observed suggests some practical importance that warrants further investigation. Findings provide robust evidence that SIWI positively impacts deaf elementary students’ writing development and motivation, particularly for recount genres, while underscoring the importance of replication for understanding the generalizability of intervention effects. Full article

Reflective practice is essential to teaching and professional growth in the classroom. However, reflection is often seen as an evaluative tool for teachers’ practice, with limited emphasis on how it can be used to gain student insights or explore their beliefs, sociocultural assumptions, and contextual biases in learning. This oversight can miss its potential to foster deep knowledge development, civic discourse, and transformative engagement. This paper used a document analysis method to describe how critical reflective practice was incorporated through a structured multilevel process to promote preservice teachers’ active participation and meaningful engagement with sensitive topics. The pedagogical approach enabled them to connect both cognitively and relationally, as evidenced by (a) increased self-awareness and understanding of their positionality; (b) greater engagement with the content; and (c) enhanced responsiveness with peers. This approach can help educators design curricula that positively improve students’ engagement when teaching sensitive topics. The implications of applying this curricular design are discussed. Full article

As the English language spreads worldwide, debate has intensified over introducing it early in multilingual school systems. In the Arab world, this question is especially sensitive because Arabic is closely linked to cultural and religious identity, and early English policies may shift the language balance in primary education. This review synthesizes 31 peer-reviewed studies on childhood English learning and early English teaching practices, addressing key aspects of age of acquisition, bilingual outcomes, and language maintenance or identity. Using transparent search and selection reporting, we examined studies published between 2000 and 2025. Findings cluster around four themes: age of acquisition, mother-tongue maintenance and identity, teacher preparation and pedagogy, and social outcomes. The evidence from the review shows that earlier exposure can support pronunciation, fluency, and metalinguistic awareness, but the strength and direction of these gains depend primarily on program quality and bilingual model design. Additive approaches that maintain and value Arabic literacy while providing rich, high-quality English input are often associated with better learning outcomes than subtractive arrangements that reduce Arabic use. However, effects vary by context and implementation quality. Where Arabic is reduced without adequate support, learners may face risks such as weaker first-language development and heightened identity-related strain. However, these outcomes are not inevitable and are moderated by factors such as teacher preparation, instructional design, and school–home language support. We propose a balanced early-English design that builds progressive English proficiency while maintaining continuous Arabic-medium literacy, supported by targeted teacher professional development, family and community engagement, and continuous Arabic-medium literacy. The review concludes with policy and practice implications for curriculum designers, school leaders, and decision-makers, and calls for longitudinal, classroom-based research on identity trajectories and English-medium instruction in Arab primary education. Full article

Digitalization has transformed how young believers in East Asia encounter, interpret, and negotiate Christian teachings. Drawing on four years of ethnographic and digital fieldwork at a large Pentecostal megachurch in Singapore (2019–2022), this article develops the concept of theological tinkering to describe how youth engage diverse Christian ideas through algorithmic exposure, relational discernment, and institutional boundary-work. In an environment where spiritual content circulates through smartphones, social media, livestreams, and peer networks, theological meaning is increasingly assembled through movement rather than inherited through stable structures. The article situates the Singaporean case within broader scholarship on mediatization, hybridity, digital authority, and liquid modernity, showing how theological reasoning is shaped by digital infrastructures, affective-spiritual evaluation, and communal negotiation. Rather than signalling doctrinal instability, theological tinkering reflects a resilient mode of liquid faith: a capacity to remain rooted while navigating plurality. The findings invite a rethinking of theological formation, pastoral leadership, and digital discipleship in East Asia’s rapidly evolving religious landscape. Full article

This article draws on research in a Norwegian municipality to examine the affective aspects of teaching gifted students and to explore how systemic and cultural norms surrounding gifted education in Norway may shape teachers’ perceptions and practices. Teacher well-being is a concern for educational quality and sustainability, yet in gifted education, it is often overlooked. Giftedness refers to a high ability to learn faster, more complex or in greater depth than same-age peers when adequately supported. In Norway, teachers face contradictory signals concerning teaching the gifted: definitional ambiguity, limited training, strong egalitarian norms that make giftedness a contested category, and, at the same time, a strong principle of inclusive adapted education for all. Those combined may lead to ethical tensions that challenge teachers’ professional integrity and well-being. Such conditions can reduce teachers’ handlingsrom, meaning their space (room) for professional agency, within institutional, cultural, and policy frameworks. To investigate how such pressures shape teacher’s well-being, this study synthesises findings from four interrelated sub-studies conducted within a single research project on gifted education. Using a meta-ethnographic approach, we translated and integrated insights from the sub-studies to develop higher-order constructs not visible in the individual analyses. The synthesis identified three key dynamics: conceptual ambiguity, ethical strain under cross-pressure, and buffers as recalibrators of demands and resources. Together, these insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model) developed in this study, which positions teacher integrity at the centre of professional well-being. We argue that teacher well-being in gifted education may depend less on individual resilience and more on systemic, cultural, and policy conditions. Addressing these cross-pressures requires structural change, supportive leadership, and sustained professional development to enable teachers to work with integrity. Full article

This study explores the pedagogical impact of a student-led teaching strategy in veterinary education, centered on the implementation of a monitored question-and-answer (Q&A) game integrated with multimedia content. Conducted in a classroom setting, the intervention encouraged students to actively formulate and pose questions to their peers—questions that could potentially appear on future assessments. The sessions were recorded and transformed into multimedia resources, enabling content review beyond the classroom. Results indicate a high student participation during practical activities (89.33%), as well as enhanced engagement with course material outside scheduled sessions. Students’ perceptions were collected in a survey (Cronbach’s alpha 0.920), revealing that more than sixty percent of answers fostered collaborative learning and anatomy assessments preparation. Moreover, fifty percent of students affirmed that the activity enhanced their participation and motivation and stimulated peer-to-peer interaction. These results could suggest that gamified student-led questioning combined with digital content creation can effectively support active learning and deeper understanding in veterinary anatomy education. Full article

Generative Artificial intelligence (AI) art is increasingly integrated into higher education (HE). While its creative potential has been discussed, its actual pedagogical impact and implications for educational equity remain underexplored. This study conducts a systematic review to evaluate how AI art has been applied in HE settings, what teaching and learning outcomes it supports, and what structural barriers exist in its integration. Using the PRISMA framework, 65 peer-reviewed articles published Scopus and Web of Science. The included studies were synthesized thematically and find that generative AI tools are being used to support ideation, multimodal expression, and interdisciplinary projects. However, barriers such as limited faculty training and unclear evaluation standards may hinder equitable access and long-term integration. This review contributes a conceptual framework for understanding the integration of generative AI art, highlighting opportunities and structural limitations. It offers insights for curriculum designers, educators aiming to support responsible, creative, and inclusive uses of AI in arts education. Full article

Despite growing emphasis on sustainability across engineering disciplines, empirical evidence on how structured interventions shape students’ sustainability knowledge and understanding remains limited. This study introduces and evaluates a set of purposefully designed sustainability modules integrated into an architectural engineering design studio. It addresses a persistent gap in student knowledge due to insufficient and non-coherent integration of sustainability topics. Noting the increased necessity to tackle complex sustainability challenges by systems thinking and applied design, the modules were designed to support learning across five progressive steps: foundational concepts, specialization and peer teaching, hands-on assessment, project-based integration, and reflective synthesis and future implementation. Using a mixed-methods approach, the modules were tested through pre- and post-intervention assessment, supported by statistical analysis (t = 41.92, p < 0.001) and qualitative feedback from students and instructors. The findings suggest significant improvements in students’ sustainability knowledge and in-depth engagement when incorporating active and collaborative learning strategies. Similarly, project-based learning and peer learning exercises were seen as most effective in fostering comprehension and applied understanding. The iterative approach of refining module’s content and delivery based on students’ feedback—such as incorporating reflective prompts in later sessions—improved conceptual clarity and strengthened student learning needs and relevance to the study topic. By addressing the gaps in knowledge and curriculum integration, this exploratory study offers a transformative framework to integrate sustainability into engineering curricula and highlights the importance of pedagogical strategies in promoting sustainability competencies within engineering. Full article

Material degradation in the form of corrosion is an important industrial problem that affects asset integrity, reliability, and sustainability in various industries. To equip engineering professionals with the knowledge required for appropriate material selection and corrosion-mitigation design, this subject forms an essential part of the engineering curriculum at both undergraduate and graduate levels across multiple disciplines. This paper presents the design, implementation, and evaluation of an active learning (AL)-based course framework to teach a corrosion science and engineering course at the mechanical engineering department, KFUPM. A combination of AL strategies, including project-based learning (PBL), case-based inquiries, peer instruction, and think–pair–share activities, etc., was systematically integrated into the course to promote collaborative learning, conceptual enrichment, and critical thinking. Positive student feedback (>90% for most of the survey questions) with a response rate of 89% indicated increased motivation, improved understanding of complex corrosion mechanisms, and increased confidence in applying knowledge to solve engineering problems. A Cronbach’s alpha coefficient of 0.75 was obtained, reflecting strong internal reliability of the instrument. These findings suggest that integrating AL pedagogies in the corrosion course contributed towards enhanced learning outcomes and student preparation to support sustainable industrial practices using informed materials selection and corrosion management. Full article

This systematic review examines mathematics teachers’ knowledge for teaching using digital technologies (DTs), understood as the intersection of disciplinary, pedagogical, and technological domains that teachers mobilize when designing, implementing, and assessing mathematics lessons. In this study, DTs refer to the digital hardware, software, and online environments used to represent, simulate, or analyze mathematical ideas (e.g., GeoGebra, Tinkerplots, spreadsheets, CAS tools, and learning management systems). We analyzed 50 peer-reviewed journal articles published between January 2010 and April 2025, retrieved from Web of Science, Scopus, ERIC, and Scielo. ResearchGate was consulted only as a supplementary repository to access the full texts already identified in the indexed databases. These articles were analyzed according to predefined analytical categories, including research themes, country of origin, and the digital technologies addressed in each study, allowing for cross-comparisons across theoretical frameworks and methodological approaches. The results reveal a strong interest in this topic in countries such as Turkey, the United States, Mexico, Indonesia, and Spain, with the participation of in-service mathematics teachers at the primary, secondary, and university levels, as well as preservice teachers. The most frequently studied themes in the past five years regarding teacher knowledge include teacher education through digital technologies, the analysis of lesson planning and tasks designed by teachers using DTs, and the assessment of their knowledge through self-perception questionnaires. The review concludes that only a few of the analyzed studies qualitatively examined teacher knowledge when using digital technologies, particularly those that employed non-participant observation, audio and/or video recordings, and semi-structured interviews. Full article

This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed through the e-CSAMR framework, assessing levels of technology integration and collaboration, and the Mindtools framework, which considers theoretical foundations of technology use. Quantitative comparisons complemented the qualitative analysis. Findings indicate that FELS may support advanced technology use when appropriate tools and pedagogical knowledge exist, while highlighting the need for teacher training and technological adaptation responsive to learners’ needs in emergencies. Furthermore, FELS enabled collaborative teaching, supporting educators’ pedagogical and emotional needs. Teachers adopted diverse strategies—including advisory collaboration, assistance, parallel teamwork, enrichment, and simultaneous teaching—reflecting flexible cooperation. FELS also enabled peer collaboration among learners, offering emotional, social, and cognitive support essential for resilience. This study highlights the importance of analyzing collaboration across cognitive, social, and emotional dimensions and proposes a conceptual framework for defining types of teacher teamwork and understanding how adaptive pedagogy can enhance educational resilience. Full article

This paper presents an approach to teaching and consolidating skills in the context of sustainability “Prototyping Sustainability–Designing Sustainable IT” (ProS), using the workshop format for participatory and creative learning. The workshop integrates principles from Education for Sustainable Development (ESD), transformative and experiential learning, participatory design, and critical reflection on the digital age to engage participants in critically examining the environmental, economic, and social impacts of digital technologies in the context of Sustainable Development Goals (SDGs). Structured in five modular phases, from self-reflection and knowledge activation to collaborative prototyping and peer evaluation, the workshop offers a hands-on, gamified learning experience centred on real-world sustainability challenges. Learners create user-centred paper-based prototypes for digital products using tactile materials, persona-driven scenarios and knowledge of sustainable product characteristics gained in the workshop. Outcome measurement is supported through pre- and post-workshop surveys, peer voting templates, and paper-based prototype artefacts, enabling rich insight into behavioural intentions and learning gains. The paper discusses the educational value and sustainability relevance of the workshop engaging young people in critically reflecting on the environmental, economic, and social consequences of digitalization. Finally, it highlights challenges and limitations and proposes directions for future research. Full article

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major databases published between 2020 and 2025. Integrating AI and cybersecurity typically requires new learning designs. To address this gap in higher education, this review is organized by three categories of research questions: (1) who we teach (audiences and delivery modes), (2) what we teach (related AI topics and cybersecurity topics and how they are integrated), and (3) how we teach (instructional activities and tools used in teaching). Results: The course delivery is mostly face-to-face. The course curricula focus mostly on perception AI. Teaching methods are active and practical, with hands-on labs, interactive tasks, and game-based activities, supported by hardware, programming notebooks, and interactive visualizations. Conclusion: This paper provides the state of the art of integrating AI into the cybersecurity curriculum in higher education, actionable recommendations, and implications for further research. Therefore, it is relevant and transferable for instructors in the field of artificial intelligence education and cybersecurity education. Full article

Contemporary medical education is shifting from traditional, teacher-centred anatomy instruction toward interactive, student-centred, and clinically integrated approaches. The Jigsaw Method aligns with this shift by fostering collective competence, which is vital for effective clinical practice. This study aimed to introduce the jigsaw model to medical students and explore its perceived effectiveness in teaching anatomy. A phenomenological qualitative design was employed to explore the experiences of second-year medical students (n = 120) at the Faculty of Health-Care Sciences, Eastern University, Sri Lanka. Open-ended questions were used to elicit students’ reflections on the effectiveness of jigsaw learning. Thematic analysis was conducted using NVivo software (ver.14). Students reported generally favourable perceptions of the jigsaw method. Four major themes emerged: two described the positive impact of the approach—enhanced understanding through peer learning and improved interpersonal and communication skills; the remaining themes addressed challenges in implementation and suggestions for refinement. Participants appreciated the structured collaboration and positive interdependence fostered by the method. Moreover, students viewed the jigsaw technique as well-aligned with student-centred learning principles. The jigsaw method was perceived as an effective cooperative learning strategy that enhanced engagement, promoted active participation, and fostered teamwork in anatomy education. These findings support the integration of structured peer-based approaches into medical curricula to enrich students’ learning experiences. Full article